Q3 Academy Great Barr
Secondary Academy school in Birmingham B43 7SD
Secondary Academy school in Birmingham B43 7SD
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1168 |
| Number of girls on roll | 591 |
| Number of boys on roll | 577 |
| Percentage of girls on roll | 50.6 |
| Percentage of boys on roll | 49.4 |
| Number of eligible pupils with an EHC plan | 25 |
| Percentage of eligible pupils with an EHC plan | 2.1 |
| Number of eligible pupils with SEN support | 113 |
| Percentage of eligible pupils with SEN support | 9.7 |
| No. pupils where English not first language | 240 |
| No. pupils with English first language | 926 |
| No. pupils where first language is unclassified | 2 |
| % pupils where English not first language | 20.5 |
| % pupils with English first language | 79.3 |
| No. pupils eligible for free school meals | 249 |
| Number of pupils eligible for FSM at any time during the past 6 years | 269 |
| Total pupils for FSMEver | 1072 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 25.1 |
| School address (1) | Wilderness Lane |
|---|---|
| School address (2) | Great Barr |
| School town | Birmingham |
| School postcode | B43 7SD |
| School telephone number | 01213586186 |
| School parliamentary constituency code | E14001574 |
| School parliamentary constituency name | West Bromwich |
| Religious denomination | Christian |
| Age range | 11-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1168 |
| Total boys on roll (including part-time pupils) | 577 |
| Total girls on roll (including part-time pupils) | 591 |
| Number of pupils at the end of key stage 4 | 211 |
| Number of boys at the end of key stage 4 | 103 |
| % of pupils at the end of key stage 4 who are boys | 48.80% |
| Number of girls at the end of key stage 4 | 108 |
| % of pupils at the end key stage 4 who are girls | 51.20% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.8 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 32 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 15.70% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 126 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 61.80% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 46 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.50% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 52 |
| Percentage of key stage 2 disadvantaged pupils | 24.60% |
| Number of key stage 2 pupils who are not disadvantaged | 159 |
| Percentage of key stage 2 pupils who are not disadvantaged | 75.40% |
| Number of eligible pupils with English as additional language (EAL) | 58 |
| Percentage of eligible pupils with English as additional language (EAL) | 27.50% |
| Number of eligible pupils with English as first language | 153 |
| Percentage of eligible pupils with English as first language | 72.50% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 205 |
| % of pupils at the end of key stage 4 who are non-mobile | 97.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 20 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 9.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 8.10% |
| Total sum of Attainment 8 scores | 9395.3 |
| Average Attainment 8 score per pupil | 44.5 |
| Total sum of Attainment 8 scores for English element | 2071 |
| Average Attainment 8 score per pupil for English element | 9.8 |
| Total sum of Attainment 8 scores for mathematics element | 1866 |
| Average Attainment 8 score per pupil for mathematics element | 8.8 |
| Total sum of Attainment 8 scores for EBacc element | 2688 |
| Average Attainment 8 score per pupil for EBacc element | 12.7 |
| Total sum of Attainment 8 scores for open element | 2770.3 |
| Average Attainment 8 score per pupil for open element | 13.1 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2528 |
| Average Attainment 8 score per pupil for open element - GCSE only | 12 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 242.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 1.1 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 204 |
| Number of pupils who have had P8 score adjusted in average | 2 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
| Progress 8 measure after adjustment for extreme scores | -0.29 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.48 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.1 |
| Progress 8 measure based on unadjusted pupil scores | -0.3 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.5 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.11 |
| Progress 8 measure for English element | -0.2 |
| Lower 95% confidence interval for Progress 8 English element | -0.42 |
| Upper 95% confidence interval for Progress 8 English element | 0.02 |
| Progress 8 measure for mathematics element | -0.3 |
| Lower 95% confidence interval for Progress 8 maths element | -0.5 |
| Upper 95% confidence interval for Progress 8 maths element | -0.1 |
| Progress 8 measure for EBacc element | -0.39 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.62 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.17 |
| Progress 8 measure for open element | -0.29 |
| Lower 95% confidence interval for Progress 8 open element | -0.51 |
| Upper 95% confidence interval for Progress 8 open element | -0.07 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 71.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.50% |
| Total EBacc APS score per pupil | 812.04 |
| Average EBacc APS score per pupil | 3.85 |
| Average EBacc APS score per disadvantaged pupil | 3.21 |
| Average EBacc APS score per non-disadvantaged pupil | 4.06 |
| Average EBacc APS score per pupil with low prior attainment | 2.11 |
| Average EBacc APS score per pupil with middle prior attainment | 3.73 |
| Average EBacc APS score per pupil with high prior attainment | 5.25 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.01 |
| Average EBacc APS score per girl | 3.74 |
| Average EBacc APS score per boy | 3.96 |
| Average EBacc APS score per non-mobile pupil | 3.83 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 71 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 33.60% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 11.80% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 6.20% |
| Number of pupils entering the English Baccalaureate English subject area | 206 |
| % of pupils entering the English Baccalaureate English subject area | 97.60% |
| Number of pupils entering the English Baccalaureate Maths subject area | 209 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.10% |
| Number of pupils entering the English Baccalaureate Science subject area | 208 |
| % of pupils entering the English Baccalaureate Science subject area | 98.60% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 207 |
| % of pupils entering the English Baccalaureate Humanities subject area | 98.10% |
| Number of pupils entering the English Baccalaureate Language subject area | 71 |
| % of pupils entering the English Baccalaureate Language subject area | 33.60% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 80.10% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 62.60% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 73.90% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 49.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 64.40% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 39.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 50.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 33.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 45.10% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 29.60% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 201 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 200 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 66 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 93% |
| English Baccalaureate Science Value Added measure | -0.31 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.51 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.1 |
| EBacc Humanities VA measure | -0.74 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.99 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.5 |
| English Baccalaureate Languages Value Added measure | -1.14 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -1.61 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -0.67 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 169 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 132 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 156 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 105 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 134 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 83 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 104 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 69 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 32 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 21 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 69 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 32.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 206 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 97.60% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 206 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.60% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 206 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 203 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.10% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 70 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.60% |
| Average Attainment 8 score per disadvantaged pupil | 37.6 |
| Number of disadvantaged pupils in Progress 8 measure | 52 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.63 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.01 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.24 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.66 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.05 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.27 |
| Average Attainment 8 score per non-disadvantaged pupil | 46.8 |
| Number of non-disadvantaged pupils in Progress 8 measure | 152 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.17 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.4 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.05 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.18 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.41 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.05 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.6 |
| Progress 8 measure for English element - disadvantaged pupils | -0.5 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.94 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.06 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.3 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.72 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.12 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.31 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.7 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.69 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.13 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.24 |
| Average Attainment 8 score per disadvantaged pupil for open element | 11 |
| Progress 8 measure for open element - disadvantaged pupils | -0.71 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.15 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.27 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10.2 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.1 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.35 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.3 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.16 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.39 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.08 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.4 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.29 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.55 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.03 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.14 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.4 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.11 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.2 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -12.4 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.79 |
| Average Attainment 8 score per pupil with low prior attainment | 26.5 |
| Number of pupils with low prior attainment included in Progress 8 measure | 32 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.19 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.68 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.3 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.19 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.69 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.31 |
| Average Attainment 8 score per pupil with middle prior attainment | 43.9 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 126 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.22 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.47 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.03 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.48 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.02 |
| Average Attainment 8 score per pupil with high prior attainment | 57.8 |
| Number of pupils with high prior attainment included in Progress 8 measure | 46 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.55 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.96 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.14 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.59 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.01 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.17 |
| Average Attainment 8 score per pupil for whom English is an additional language | 45.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.9 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.8 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.1 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 53 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.01 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.37 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.39 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.01 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.38 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.39 |
| Average Attainment 8 score per girl | 43 |
| Average Attainment 8 score per girl for English element | 9.9 |
| Average Attainment 8 score per girl for mathematics element | 8.1 |
| Average Attainment 8 score per girl for EBacc element | 12.3 |
| Average Attainment 8 score per girl for open element | 12.7 |
| Average Attainment 8 score per girl - GCSE only | 11.6 |
| Average Attainment 8 score per girl - non-GCSE only | 1.1 |
| Number of girls included in Progress 8 measure | 105 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | -0.39 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.66 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.12 |
| Unadjusted Progress 8 measure - girls | -0.41 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.69 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.14 |
| Average Attainment 8 score per boy | 46.1 |
| Average Attainment 8 score per boy for English element | 9.7 |
| Average Attainment 8 score per boy for mathematics element | 9.6 |
| Average Attainment 8 score per boy for EBacc element | 13.2 |
| Average Attainment 8 score per boy for open element | 13.6 |
| Average Attainment 8 score per boy - GCSE only | 12.3 |
| Average Attainment 8 score per boy - non-GCSE only | 1.2 |
| Number of boys included in Progress 8 measure | 99 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -0.19 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.46 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.09 |
| Unadjusted Progress 8 measure - boys | -0.19 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.47 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.1 |
| Average Attainment 8 score per non-mobile pupil | 44.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 12.6 |
| Average Attainment 8 score per non-mobile pupil for open element | 13.1 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 12 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.1 |
| Number of non-mobile pupils included in Progress 8 measure | 201 |
| Number of non-mobile pupils in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.28 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.48 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.08 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.29 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.49 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.09 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 12.50% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 35 |
| EBacc entered % by middle prior attainment | 27.80% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 6.30% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 2.40% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 27 |
| EBacc entered % by high prior attainment | 58.70% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 34.80% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 21.70% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 25.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 36.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.80% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 13.80% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.90% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.4 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.25 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.4 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.21 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.76 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.71 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.84 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.09 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.63 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.96 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.59 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.77 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.23 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.18 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.99 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.45 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.11 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.91 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.01 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.5 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.03 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.82 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.59 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.58 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.35 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.91 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.12 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.39 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.4 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.02 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.36 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.3 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.83 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.71 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.76 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.61 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.85 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.33 |
| % of boys with entries in all English Baccalaureate subject areas | 28.20% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 13.60% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 6.80% |
| % of girls with entries in all English Baccalaureate subject areas | 38.90% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 10.20% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 5.60% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 33.70% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 11.70% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.30% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 37.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 10.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 3.40% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 61.10% |
| % of pupils achieving any qualifications | 99.10% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 53.80% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 76.70% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 21.90% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 95 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 75.40% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 43 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 93.50% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 74.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 67.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 77.60% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.70% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 36.50% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 48.40% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 54 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 38 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 82.60% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 50.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 40.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 44.80% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 44.40% |
| % of pupils entering more than one language | 1.90% |
| % of pupils entering biology, chemistry and physics | 11.80% |
| Average number of KS4 entries per pupil | 8 |
| Average number of KS4 entries per pupil with low prior attainment | 7.5 |
| Average number of KS4 entries per pupil with middle prior attainment | 8 |
| Average number of KS4 entries per pupil with high prior attainment | 8.2 |
| Average number of KS4 entries per disadvantaged pupil | 7.7 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.1 |
| Average number of GCSE entries per pupil | 7.5 |
| Average number of GCSE entries per pupil with low prior attainment | 7 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.5 |
| Average number of GCSE entries per pupil with high prior attainment | 8 |
| Average number of GCSE entries per disadvantaged pupil | 7.2 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
| Total volume of entries without discounting | 1695 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Below average |
| Number of pupils completing key stage 4 in 2020/21 | 204 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 189 |
| Apprenticeships (number of pupils) | 2 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 139 |
| Further education (number of pupils) | 95 |
| School sixth form (number of pupils) | 42 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 2 |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 6 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
| Apprenticeships (percentage) | 1% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 91% |
| Further education (percentage) | 62% |
| School sixth form (percentage) | 27% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 1% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 4% |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 51 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 42 |
| Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 153 |
| Pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) staying in education or employment for at least two terms after key stage 4 (number of pupils) | 147 |
| Number of pupils completing key stage 4 in 2019/20 | 207 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 44 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 163 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
| Number of pupils completing key stage 4 in 2018/19 | 178 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 46 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 132 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 8 |
| Upper confidence limit on the progression score for the total cohort | 20 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 47 |
| Progressed | 91% |
| Apprenticeships | 2% |
| Higher Education | 89% |
| Top third | 49% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 47 |
| Progressed for academic/applied general cohort | 91% |
| Progression score for academic/applied general cohort | 8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 19 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 88% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 42 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 38 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 28 |
| Further education (level 3 and below) (All levels of study) (number of students) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 28 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
| Activity not captured in data (All levels of study) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 14% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 67% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 67% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 2% |
| Activity not captured in data (All levels of study) (percentage) | 7% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 8 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 25% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 34 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 12% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 40 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 37 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 5 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 28 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 28 |
| Other education destinations (Level 3) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
| Activity not captured in data (Level 3) (number of students) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 13% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 70% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 70% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 3% |
| Activity not captured in data (Level 3) (percentage) | 5% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 8 |
| Upper confidence limit on the progression score for the total cohort | 20 |
| Lower confidence limit on the progression score for the total cohort | -4 |
| Cohort size | 47 |
| Progressed | 91% |
| Apprenticeships | 2% |
| Higher Education | 89% |
| Top third | 49% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 47 |
| Progressed for academic/applied general cohort | 91% |
| Progression score for academic/applied general cohort | 8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 19 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -3 |
| Cohort size for TLEV cohort | 0 |
| Progressed for TLEV cohort | 0% |
| Score for TLEV cohort | NA |
| Upper confidence limit on the progression score for the TLEV cohort | NA |
| Lower confidence limit on the progression score for the TLEV cohort | NA |
| Cohort size for other level 3 qualifications cohort | 0 |
| Progressed for other level 3 qualifications cohort | 0% |
| Score for other level 3 qualifications cohort | NA |
| Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
| Progressed for disadvantaged students | 88% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | 0% |